 

 

 

 

 

 

 

 

 

 

 

 

 

 

NCAC 

 

Differentiated Instruction and Implications 
for UDL Implementation 


Effective Classroom Practices Report

 

 

 

 

 

 

 

 

 

 

This report was written with support from the National Center on 
Accessing the General Curriculum (NCAC), a cooperative agreement 
between CAST and the U.S. Department of Education, Office of Special 
Education Programs (OSEP), Cooperative Agreement No. H324H990004. 
The opinions expressed herein do not necessarily reflect the policy or position 
of the U.S. Department of Education, Office of Special Education Programs, 
and no official endorsement by the Department should be inferred. 

The implications for UDL content and lesson plan information in this report 
was developed by CAST through a Subcontract Agreement with the Access 
Center: Improving Outcomes for All Student K-8 at the American Institutes for 
Research. This work was funded by the U.S. Department of Education, Office of 
Special Education Programs (Cooperative Agreement #H326K02003). 



Differentiated Instruction and 
Implications for UDL Implementation 

 

By Tracey Hall, Nicole Strangman, and Anne Meyer 

 

Introduction 

 

Not all students are alike. Based on this knowledge, differentiated instruction applies 
an approach to teaching and learning that gives students multiple options for taking in 
information and making sense of ideas. Differentiated instruction is a teaching theory 
based on the premise that instructional approaches should vary and be adapted in relation 
to individual and diverse students in classrooms (Tomlinson, 2001). The model of 
differentiated instruction requires teachers to be flexible in their approach to teaching 
and adjust the curriculum and presentation of information to learners rather than expecting 
students to modify themselves for the curriculum. Many teachers and teacher educators 
have recently identified differentiated instruction as a method of helping more students 
in diverse classroom settings experience success. This report examines information on the 
theory and research behind differentiated instruction and the intersection with Universal 
Design for Learning (UDL), a curriculum designed approach to increase flexibility in 
teaching and decrease the barriers that frequently limit student access to materials and 
learning in classrooms (Rose & Meyer, 2002). We begin with an introduction to 
differentiated instruction by defining the construct, then identifying components and 
features; additionally, we provide a sampling of applications. Next, we introduce UDL and 
the linkages with differentiated instruction both in theory and with specific lesson 
examples. The report concludes with a listing of web resources for further information and 
explicit examples. 

This report on differentiated instruction and UDL begins with an introduction to 
differentiated instruction in which we provide the definition, a sampling of considerations 
and curriculum applications, and research evidence for effectiveness. The second part of 
the paper, the discussion moves to UDL applications of differentiated instruction. UDL is a 
theoretical approach that is based on research from the neurosciences and effective 
teaching practices. This portion develops an understanding of UDL and proceeds to 
identify the theoretical and teacher practice levels. Our document concludes with general 
guidelines for the implementation of UDL and a list of web resources that provide further 
information about differentiated instruction. 

The literature review in this paper is also available as a stand alone document, with 
annotated references. Look for it on the Effective Classrooms Practices page of the 
National Center for Accessing the General Curriculums web site 
http://www.cast.org/publications/ncac/ncac_diffinstruc.html. 

 


Definition 

 

To differentiate instruction is to recognize students varying background knowledge, 
readiness, language, preferences in learning and interests; and to react responsively. 
Differentiated instruction is a process to teaching and learning for students of differing 
abilities in the same class. The intent of differentiating instruction is to maximize each 
students growth and individual success by meeting each student where he or she is and 
assisting in the learning process. 

 

Differentiated instruction learning cycle graphic 


Figure 1. Learning Cycle and Decision Factors Used in Planning and Implementing 
Differentiated Instruction 

 

Identifying Components/Features 

 
According to the authors of differentiated instruction, several key elements guide 
differentiation in the education environment. Tomlinson (2001) identifies three 
elements of the curriculum that can be differentiated: Content, Process, and Products 
(Figure 1). These are described in the following three sections, which are followed by 
several additional guidelines for forming an understanding of and developing ideas 
around differentiated instruction. 

 Several elements and materials are used to support instructional content. 
These include acts, concepts, generalizations or principles, attitudes, and 
skills. The variation seen in a differentiated classroom is most frequently in 
the manner in which students gain access to important learning. Access to the 
content is seen as key. 


 Align tasks and objectives to learning goals. Designers of differentiated 
instruction view the alignment of tasks with instructional goals and objectives 





as essential. Goals are most frequently assessed by many state-level, high-
stakes tests and frequently administered standardized measures. Objectives 
are frequently written in incremental steps resulting in a continuum of skills-
building tasks. An objectives-driven menu makes it easier to find the next 
instructional step for learners entering at varying levels. 

 Instruction is concept-focused and principle-driven. The instructional concepts 
should be broad-based, not focused on minute details or unlimited facts. 
Teachers must focus on the concepts, principles and skills that students 
should learn. The content of instruction should address the same concepts 
with all students, but the degree of complexity should be adjusted to suit 
diverse learners. 




 

Process 

 

 Flexible grouping is consistently used. Strategies for flexible grouping are 
essential. Learners are expected to interact and work together as they develop 
knowledge of new content. Teachers may conduct whole-class introductory 
discussions of content big ideas followed by small group or paired work. 
Student groups may be coached from within or by the teacher to complete 
assigned tasks. Grouping of students is not fixed. As one of the foundations 
of differentiated instruction, grouping and regrouping must be a dynamic 
process, changing with the content, project, and on-going evaluations. 


 Classroom management benefits students and teachers. To effectively 
operate a classroom using differentiated instruction, teachers must carefully 
select organization and instructional delivery strategies. In her text, How to 
Differentiate Instruction in Mixed-Ability Classrooms (Chapter 7), Carol 
Tomlinson (2001), identifies 17 key strategies for teachers to successfully 
meet the challenge of designing and managing differentiated instruction. 




 

Products 

 

 Initial and on-going assessment of student readiness and growth are 
essential. Meaningful pre-assessment naturally leads to functional and 
successful differentiation. Incorporating pre- and on-going assessment 
informs teachers so that they can better provide a menu of approaches, 
choices, and scaffolds for the varying needs, interests and abilities that exist 
in classrooms of diverse students. Assessments may be formal or informal, 
including interviews, surveys, performance assessments, and more formal 
evaluation procedures. 





 Students are active and responsible explorers. Teachers respect that each task 
put before the learner will be interesting, engaging, and accessible to essential 
understanding and skills. Each child should feel challenged most of the time. 


 Vary expectations and requirements for student responses. Items to which 
students respond may be differentiated so that different students can 
demonstrate or express their knowledge and understanding in different 
ways. A well-designed student product allows varied means of expression 
and alternative procedures and offers varying degrees of difficulty, types of 
evaluation, and scoring. 




Additional Guidelines That Make Differentiation Possible for Teachers to 
Attain 

 

 Clarify key concepts and generalizations. Ensure that all learners gain 
powerful understandings that can serve as the foundation for future learning. 
Teachers are encouraged to identify essential concepts and instructional foci 
to ensure that all learners comprehend. 


 Use assessment as a teaching tool to extend rather than merely measure 
instruction. Assessment should occur before, during, and following the 
instructional episode, and it should be used to help pose questions regarding 
student needs and optimal learning. 


 Emphasize critical and creative thinking as a goal in lesson design. The 
tasks, activities, and procedures for students should require that they 
understand and apply meaning. Instruction may require supports, additional 
motivation, varied tasks, materials, or equipment for different students in 
the classroom. 


 Engaging all learners is essential. Teachers are encouraged to strive for the 
development of lessons that are engaging and motivating for a diverse class 
of students. Vary tasks within instruction as well as across students. In other 
words, an entire session for students should not consist of all drill and 
practice, or any single structure or activity. 


 Provide a balance between teacher-assigned and student-selected tasks. 
A balanced working structure is optimal in a differentiated classroom. Based 
on pre-assessment information, the balance will vary from class-to-class as 
well as lesson-to-lesson. Teachers should ensure that students have choices in 
their learning. 





Evidence of Effectiveness as a Classroom Practice 

 

Differentiation is recognized to be a compilation of many theories and practices. Based 
on this review of the literature of differentiated instruction, the package itself is lacking 
empirical validation. There is an acknowledged and decided gap in the literature in this 
area and future research is warranted. 

According to the proponents of differentiation, the principles and guidelines are rooted in 
years of educational theory and research. For example, differentiated instruction adopts the 
concept of readiness. That is, the difficulty of skills taught should be slightly in advance 
of the childs current level of mastery. This is grounded in the work of Lev Vygotsky 
(1978), and the zone of proximal development (ZPD), the range at which learning takes 
place. The classroom research by Fisher et al., (1980), strongly supports the ZPD concept. 
The researchers found that in classrooms where individuals were performing at a level of 
about 80% accuracy, students learned more and felt better about themselves and the 
subject area under study (Fisher, 1980 in Tomlinson, 2000). 

Other practices noted as central to differentiation have been validated in the effective 
teaching research conduced from the mid 1980s to the present. These practices include 
effective management procedures, grouping students for instruction, and engaging learners 
(Ellis and Worthington, 1994). 

While no empirical validation of differentiated instruction as a package was found for this 
review, there are a generous number of testimonials and classroom examples that authors 
of several publications and web sites provide. Tomlinson reports individual cases of 
settings in which the full model of differentiation was very promising and teachers using 
differentiation have written about improvements in their classrooms. (See the links to learn 
more about differentiated instruction). 

Applications to General Education Classroom Settings 

 

The design and development of differentiated instruction as a model began in the general 
education classroom. The initial application came to practice for students considered gifted 
but whom perhaps were not sufficiently challenged by the content provided in the general 
classroom setting. As classrooms have become more diverse, differentiated instruction has 
been applied at all levels for students of all abilities. 

Many authors of publications about differentiated instruction, strongly recommend that 
teachers adapt the practices slowly, perhaps one content area at a time. Additionally, these 
experts agree that teachers should share the creative load by working together to develop 
ideas and menus of options for students. A number of web sites have been created in that 
include lessons to illustrate what teachers have created for instruction using the model of 
differentiated instruction. Several web sites are listed in a later section of this report. 

Differentiated instruction is an instructional process that has excellent potential to 
positively impact learning by offering teachers a means to provide instruction to a range of 
students in todays classroom situations. The next section of this report introduces the 


reader to the theory and research behind Universal Design for Learning (UDL). We then 
investigate the links and connections between UDL and differentiated instruction. 
Additionally, we identify methods and materials that may be implemented to support the 
implementation of differentiated instruction in concert with the principles of UDL. Finally, 
a set of guidelines for UDL implementation are provided including a listing of web 
resources to provide further information on the concepts presented in this report. 

An Introduction to Universal Design for Learning Applications 

 
Universal Design for Learning is a theoretical framework developed by CAST to guide 
the development of curricula that are flexible and supportive of all students (Dolan & Hall, 
2001; Meyer & Rose, 1998; Pisha & Coyne, 2001; Rose, 2001; Rose & Dolan, 2000; Rose 
& Meyer, 2000a, 2000b, 2002; Rose, Sethuraman, & Meo, 2000). The concept of UDL 
was inspired by the universal design movement in architecture. This movement calls for 
the design of structures that anticipate the needs of individuals with disabilities and 
accommodate these needs from the outset. Universally designed structures are indeed more 
usable by individuals with disabilities, but in addition they offer unforeseen benefits for all 
users. Curb cuts, for example, serve their intended use of facilitating the travel of those in 
wheelchairs, but they are also beneficial to people pushing strollers, young children, and 
even the average walker. And so, the process of designing for individuals with disabilities 
has led to improved usability for everyone. 

Similarly, but uniquely, UDL calls for the design of curricula with the needs of all students 
in mind, so that methods, materials, and assessment are usable by all. Traditional curricula 
present a host of barriers that limit students access to information and learning. Of these, 
printed text is particularly notorious. In a traditional curriculum, a student without a well-
developed ability to see, decode, attend to, or comprehend printed text is compelled to 
adapt to its ubiquity as best as he or she can. In contrast, a UDL curriculum is designed to 
be innately flexible, enriched with multiple media so that alternatives can be accessed 
whenever appropriate. A UDL curriculum takes on the burden of adaptation so that the 
student doesnt have to, minimizing barriers and maximizing access to both information 
and learning. 

The UDL framework guides the development of adaptable curricula by means of 3 
principles (Figure 2). These 3 principles parallel 3 fundamentally important learning 
components and 3 distinct learning networks in the brain: recognition, strategy, and affect 
(Rose & Meyer, 2002). The common recommendation of these 3 principles is to select 
goals, methods, assessment, and materials in a way that will minimize barriers and 
maximize flexibility. In this manner, the UDL framework structures the development of 
curricula that fully support every students access, participation, and progress in all 3 
essential facets of learning. 


 

Principles of the Universal Design for Learning Framework 

Principle 1: 

To support recognition learning, provide multiple, flexible methods of presentation 

Principle 2: 

To support strategic learning, provide multiple, flexible methods of expression and 
apprenticeship. 

Principle 3: 

To support affective learning, provide multiple, flexible options for engagement. 



Figure 2. The three UDL principles call for flexibility in relation to three essential facets of 
learning, each one orchestrated by a distinct set of networks in the brain. 

 

Critical to successfully implementing UDL theory is the use of digital materials. Digital 
materials, unlike the conventional pedagogical mainstays, speech, printed text, and printed 
images, have an inherent flexibility. They can be modified in a host of ways, depending on 
the needs of the student. This flexibility makes it feasible to customize learning materials 
and methods to each individual. 

For teachers wondering how to customize the curriculum, CAST has devised three sets of 
broad teaching methods that support each of the 3 UDL principles (Figure 3, Rose & 
Meyer, 2002). These teaching methods draw on knowledge of the qualities of digital media 
and how recognition, strategic, and affective networks operate. For example, the first 
Teaching Method to support recognition learning is to provide multiple examples. This 
teaching method takes advantage of the fact that recognition networks can extract the 
defining features of a pattern and differentiate it from similar patterns simply by viewing 
multiple examples. Although presentation of multiple examples might be challenging in a 
classroom limited to printed text and hard copy images, digital materials enable the 
assembly, storage, and maintenance of a large collection of examples in the form of digital 
text, images, sound, or videoall in the modest space of a classroom. This is one example 
of how digital materials and UDL Teaching Methods can facilitate the successful 
implementation of UDL. 

The UDL Teaching Methods will anchor the upcoming discussion where we will highlight 
the ways in which computer simulations align with each of the 3 UDL principles. Within 
the context of these teaching methods, well show how computer simulations can support 
individualized instruction of recognition, strategic, and affective learning. 


 

Network-Appropriate Teaching Methods 

To support diverse recognition networks: 

 Provide multiple examples 


 Highlight critical features 


 Provide multiple media and formats 


 Support background context 




To support diverse strategic networks: 

 Provide flexible models of skilled performance 


 Provide opportunities to practice with supports 


 Provide ongoing, relevant feedback 




 Offer flexible opportunities for demonstrating skill 




To support diverse affective networks: 

 Offer choices of content and tools 


 Offer adjustable levels of challenge 


 Offer choices of rewards 


 Offer choices of learning context 






 

Figure 3. To help teachers support learners diverse recognition, strategic, and affective 
networks, CAST has developed three sets of UDL teaching methods. These teaching 
methods can be used to make the curriculum more flexible and broadly supportive. 

 

Differentiated Instruction and the Three Universal 
Design for Learning Principles 

 

Differentiated instruction is well received as a classroom practice that may be well suited 
to the three principles of UDL. The following section looks at the three network 
appropriate teaching methods, recognition, strategic, and affective, in order to address the 
ways in which differentiated instruction coordinates with UDL theory. Certain 
instructional techniques have been found to be very effective in supporting different skills 
as students learn. Differentiated instruction is designed to keep the learner in mind when 
specifying the instructional episode. 

Recognition learning. The first UDL principle focuses on pattern recognition and the 
importance of providing multiple, flexible methods of presentation when teaching 
patternsno single teaching methodology for pattern recognition will be satisfactory for 


every learner. The theory of differentiated instruction incorporates some guidelines that 
can help teachers to support critical elements of recognition learning in a flexible way and 
promote every students success. Each of the three key elements of differentiated 
instruction, content, process, and product, supports an important UDL Teaching Method 
for individualized instruction of pattern recognition. 

The content guidelines for differentiated instruction support the first UDL Teaching 
Method for recognition networks, provide multiple examples, in that they encourage the 
use of several elements and materials to support instructional content. A teacher following 
this guideline might help students in a social studies class to understand the location of a 
state in the union by showing them a wall map or a globe, projecting a state map, or 
describing the location in words. Also, while preserving the essential content, a teacher 
could vary the difficulty of the material by presenting smaller or larger, simpler or more 
complex maps. For students with physical or cognitive disabilities, such a diversity of 
examples may be vital in order for them to access the pattern being taught. Other students 
may benefit from the same multiple examples by obtaining a perspective that they 
otherwise might not. In this way, a range of examples can help to ensure that each 
students recognition networks are able to identify the fundamental elements identifying 
a pattern. 

This same use of varied content examples supports a second recommended practice in 
UDL methodology, provide multiple media and formats. A wide range of tools for 
presenting instructional content are available digitally, thus teachers may manipulate size, 
color contrasts, and other features to develop examples in multiple media and formats. 
These can be saved for future use and flexibly accessed by different students, depending on 
their needs and preferences. 

The content guidelines of differentiated instruction also recommend that content elements 
of instruction be kept concept-focused and principle-driven. This practice is consistent 
with a third UDL Teaching Method for recognition, highlight critical features. By 
avoiding any focus on extensive facts or seductive details and reiterating the broad 
concepts, a goal of differentiated instruction, teachers are highlighting essential 
components, better supporting recognition. 

The fourth UDL Teaching Method for recognition is to support background knowledge, 
and in this respect, the assessment step of the differentiated instruction learning cycle is 
instrumental. By evaluating student knowledge about a construct before designing 
instruction teachers can better support students knowledge base, scaffolding instruction in 
a very important way. 

Strategic learning. People find for themselves the most desirable method of learning 
strategies; therefore, teaching methodologies need to be varied. This kind of flexibility is 
key for teachers to help meet the needs of their diverse students, and this is reflected in the 
4 UDL Teaching Methods. Differentiated instruction can support these teaching methods 
in valuable ways. 


Differentiated instruction recognizes the need for students to receive flexible models of 
skilled performance, one of the four UDL Teaching Methods for strategic learning. As 
noted above, teachers implementing differentiated instruction are encouraged to 
demonstrate information and skills multiple times and at varying levels. As a result, 
learners enter the instructional episode with different approaches, knowledge, and 
strategies for learning. 

When students are engaged in initial learning on novel tasks or skills, supported practice 
should be used to ensure success and eventual independence. Supported practice enables 
students to split up a complex skill into manageable components and fully master these 
components. Differentiated instruction promotes this teaching method by encouraging 
students to be active and responsible learners, and by asking teachers to respect individual 
differences and scaffold students as they move from initial learning to practiced, less 
supported skills mastery. 

In order to successfully demonstrate the skills that they have learned, students need flexible 
opportunities for demonstrating skill. Differentiated instruction directly supports this UDL 
Teaching Method by reminding teachers to vary requirements and expectations for 
learning and expressing knowledge, including the degree of difficulty and the means of 
evaluation or scoring. 

Affective learning. Differentiated instruction and UDL Teaching Methods bear another 
important point of convergence: recognition of the importance of engaging learners in 
instructional tasks. Supporting affective learning through flexible instruction is the third 
principle of UDL and an objective that differentiated instruction supports very effectively. 

Differentiated instruction theory reinforces the importance of effective classroom 
management and reminds teachers of meeting the challenges of effective organizational 
and instructional practices. Engagement is a vital component of effective classroom 
management, organization, and instruction. Therefore teachers are encouraged to offer 
choices of tools, adjust the level of difficulty of the material, and provide varying levels of 
scaffolding to gain and maintain learner attention during the instructional episode. These 
practices bear much in common with UDL Teaching Methods for affective learning: offer 
choices of content and tools, provide adjustable levels of challenge, and offer a choice of 
learning context. By providing varying levels of scaffolding when differentiating 
instruction, students have access to varied learning contexts as well as choices about their 
learning environment. 

Examples of UDL and Differentiated Instruction 

 

The focus of the previous sections was to describe ways in which differentiated instruction 
supports the three principles of UDL and aligns with UDL teaching practices. Here, we 
present actual lesson plans employing differentiated instruction. The first is a product of a 
school that is working with CAST, and the second is from work outside of CAST. Each 
exemplifies applications of UDL in differentiated instruction. In the example from CAST, 


we highlight the ways that differentiated instruction is used to implement UDL teaching 
methods. In the second, we identified UDL features implemented in a well designed 
differentiated instruction lesson in mathematics and recommend ways in which UDL could 
be applied to make an even more accessible, more flexible lesson. 

CAST gathering evidence: The Life Cycle of Plants from the Planning for All 
Learners (PAL) toolkit. This lesson is a two-day instructional plan that is a part of a larger 
unit designed by a first grade teacher for a diverse class of students. Before teaching the 
lessons presented on this web site, the teacher introduced students to science concepts 
around the growth of seeds through oral presentation and in-class experiments. This lesson 
enabled the teacher to discuss, display, and increase student understanding of the science 
content and concepts. 

The lesson plan addresses McRel, Massachusetts State and local District standards in 
Science and English Language Arts, by teaching students the necessary environmental 
variables about growth in plants, and the tools, skills and strategies required to do so. 
Student choice and access flexibility in the lesson exemplify applications of UDL. Table 1 
contains a listing of UDL features made possible by elements of differentiated instruction 
mployed in this lesson. 

e 


-TABLE 1 - 

UDL Features of the CAST PAL Toolkit Model 
Gathering Evidence: Life Cycle of Plants 

UDL Teaching Method 

Supportive Differentiated Instruction Feature(s) 

Provide multiple examples. 

In preparation for this lesson, the teacher created 
multiple examples of finding and identifying seeds. 
Additionally, the teacher provided several examples 
of finding appropriate texts to complete the 
assignment. Students have multiple examples of 
texts from which to find information about the life 
cycle of seeds. As another example, fast growing 
seeds were planted in the classroom, giving 
students the opportunity to observe the 
seed life cycle. 

Highlight critical features. 

Teacher provides critical information for the lesson 
through oral presentation and highlights critical 
features in written form, then monitors students to 
check their focus on important features of the 
lesson. Additionally, by having texts available in 
digital format, the teacher or students may literally 
highlight critical features of the text in preparation 
of lesson assignments. 




 

Provide multiple media and 
formats. 

The teacher located several (45) resources, in this 
case books of different reading difficulty, 
containing the same science constructs on seed life 
cycles. The books were then made available 
digitally as well as in audio format for flexible 
accessibility. Thus, materials were available in a 
variety of media and formats. 

Support background context. 

Several levels of preparation were designed to 
support background context: 

 Before this assignment the teacher and students 
found seeds in a variety of vegetables and fruits. 
In this way, the concept of seeds was brought 
out of the abstract; students had experiences 
seeing and finding seeds from a range of plants. 


 Careful instruction was organized to teach 
students the concept of finding a book that is 
just right, helping students to find a book that 
is challenging, yet not too difficult. This, helped 
keep students work and learn in their zone of 
proximal development when obtaining 
background information for the lesson. 




Provide opportunities to practice 
with support. 

 Students had the option to work in selected 
pairs as they search for answers to the 
science questions. 


 During guided practice and independent 
practice portions of each lesson, the teacher 
provides supports by checking and prompting. 




Offer flexible opportunities for 
demonstrating skill. 

The design of this lesson allows students varied 
approaches throughout the lesson. Students may 
select their best or preferred type of working 
situation and means for responding. 

Offer choices of content and tools. 

The teacher organized the lesson at multiple points 
for choice of tools: 

 choice of resource materials, 


 choice of access (text, digital, audio), and 


 choice of response style. 







 

Offer adjustable levels of 
challenge. 

The teacher offers multiple texts, representing a 
range of difficulty levels, and different means to 
access these texts. This helps to ensure that 
researching the answers to science questions is 
appropriately challenging for each student. For 
example, if decoding were challenging, the student 
could use a simpler text and/or access the 
information via audio or digital read-aloud. 

Offer choices of learning contexts. 

Throughout the lesson the teacher has organized 
several choices that help diversify the available 
learning contexts: 

 students can select from a variety of methods 
to respond to the science questions (written, 
scribed, recorded), 


 students can opt to work independently or with 
a partner during the assignment completion 
portion of the lesson, and 


 students can select the right book based on 
difficulty and/or interest. 






 

Association for Supervision and Curriculum Development differentiating 
instruction web site Differentiated Instruction Lesson Example, grade 6 
mathematics. This web site hosted by the Association for Supervision and Curriculum 
Development (ASCD) contains a number of lessons that illustrate different teachers 
examples of how to use the principles of differentiated instruction. We have selected a 
mathematics lesson for 6th grade focusing on the concept of patterns. 

This instructional approach to teaching mathematics patterns has several exciting UDL 
features (see Table 2). Through the use of clearly stated goals and the implementation of 
flexible working groups with varying levels of challenge, this lesson helps to break down 
instructional barriers. We have identified additional ways to reduce barriers in this lesson 
even further by employing the principles of UDL teaching methods and differentiated 
instruction. We provide Table 3 with recommendations of employing teaching methods of 
UDL to support this lesson. Please note that we are not making generalized 
recommendations for making this lesson more UDL, but instead are focusing on ways that 
differentiated instruction, specifically, can help achieve this goal. 


 

-TABLE 2 - 

UDL Elements in a Differentiated Instruction Mathematics Lesson 

UDL Teaching Method 

Differentiated Instruction Features 

Provide multiple examples. 

The teacher provides multiple examples through the 
story of The Kings Chessboard and other math 
problems. 

Highlight critical features. 

The teacher highlights critical features of the 
mathematics in the story by stopping and 
calculating the amount of rice accumulating and 
using a t-table to do so. 

Provide multiple media and 
formats. 

The teacher reads the story aloud and students have 
the story to read. The numbers are represented in 
the story and on the t -table. 

Support background context. 

Teachers analyze or pre-test students for key pre-
skills and background knowledge. 

Provide ongoing, relevant 
feedback. 

In cooperative groups, students may receive 
feedback from the teacher and from peers. 

Offer choices of content and tools. 

Students are assigned to one of three groups tiered 
by difficulty; all students are working on the same 
task but with varying supports. 

Offer adjustable levels of 
challenge. 

Varied supports in the working groups alter the 
level of independence and difficulty in solving the 
task. 



 

 

-TABLE 3 - 

UDL Strategies to Further Minimize Lesson Barriers in a 
Differentiated Instruction Lesson Plan for Mathematics 

Barrier 

UDL Strategy 

Deducting/constructing numeric functions. 

Provide different demonstrations or models 
of how to use the tools employed in the 
lesson. Scaffold how to use the t-table and 
visualize the chessboard. 

Students write an exit card to explain the 
mathematical story. 

Provide alternative formats for students to 
express their interpretation of the story and 
the mathematical implications. For 
example, speaking, creating a diagram, 
numerical representations. 




 

The Locker Problem. 

 

Consider background knowledge for 
students entering this mathematical 
problem. What range of supports could 
be made available to provide the 
informational knowledge so that students 
can focus on the problem solving 
component? 



 

Recommendations for Implementation at the Classroom Level 

 

Although UDL applications of differentiated instruction already exist, they are 
admittedly hard to come by. Even with such models available, teachers face challenges 
in implementing them: the challenges of shifting away from traditional views of 
intelligence and traditional reliance on print media, the challenge of acquiring and 
mastering new technology, and the challenge of garnering support from the school system. 
The following sections offer recommendations that can help teachers overcome each one 
of these challenges. 

Learn about Universal Design for Learning. The first and most basic step toward 
successfully implementing UDL is self-education. Although UDL has been more than a 
decade in the making, it is an approach that challenges many traditional educational 
perspectives and practices. Before teachers can implement UDL effectively, they may need 
to learn a different way of looking at their students and the materials that they use in the 
classroom. CAST has been working to disseminate UDL widely, and, consistent with the 
framework itself, have developed multiple avenues (direct and indirect, self-driven and 
trainer-taught, through text, speech, and interactive activities) through which individuals 
can learn about UDL and develop the skills necessary to put it into practice. 

 Visit the CAST web site. The CAST web site devotes a large section to 
Universal Design for Learning. Here visitors will find an articulation of 
UDL, discussions of its core concepts, descriptions of UDL research projects, 
a listing of tools and resources that support UDL, and ideas and examples for 
implementing UDL. 


 Read CAST publications. CAST has a range of publications highlighting 
UDL and UDL practice, including Teaching Every Student in the Digital 
Age (Rose & Meyer, 2002). The companion web site to the book provides 
an evolving set of resources and classroom examples, including interactive 
activities and an online community where visitors can ask questions and 
engage in discussion about UDL. 


 Enroll in an institute. Professional development institutes by CAST teach 
professionals about the challenges of improving access to and progress 
participation in the general education curriculum and how to make the 
curriculum accessible for all learners. 





 Talk to others. The Teaching Every Student section of the CAST web site 
includes an online community where teachers can communicate, collaborate, 
and obtain support from other educators who are exploring and teaching 
with UDL. 


 Find more information and to engage in discussion about universal design 
and increasing access for students with disabilities at the web site for the 
Access Center (www.k8accesscenter.org) a national technical assistance 
center that is funded by the U.S. Department of Education, Office of Special 
Education Programs to make elementary and middle school curriculum more 
accessible to students with disabilities. 




Inventory and build technology support. Technology, in particular digital media, makes 
UDL implementation practical and achievable in a diverse classroom. Digital materials 
make it possible for the same material to be flexibly presented and accessedeven adapted 
on a student-to-student basis. 

Although we recommend that teachers try to build a library of digital materials, it is 
important to point out that UDL implementation can proceed successfully across a range 
of technology availability. The amount of technology available to teachers varies 
extensivelylimited by district and school resources, both monetary and otherwise. 
Fortunately, a fairly simple step such as digitizing print materials can greatly ease UDL 
implementation. The 1996 United States copyright additions (Chapter 1 of Title 17 Section 
121 of the United States Code), the Chafee Amendment, gives authorized entities the 
freedom to digitize otherwise proprietary materials for individuals that have disabilities 
that impede access to the printed version. An authorized entity is a nonprofit organization 
or governmental agency that has a primary mission to provide specialized services relating 
to training, education, or adaptive reading or information access needs of blind or other 
persons with disabilities. This provision makes special education teachers eligible to 
digitize printed text materials, a step that can help to diversify the presentation of materials 
for students with disabilities. 

Another inexpensive but instrumental option for supplying a classroom with digital 
materials is the World Wide Weba tremendous source of free digital material and much 
of this material is in a multimedia format, which can greatly improve access to students. 

Having more digital media unquestionably enables teachers to implement UDL in a more 
extensive way. Teachers who have greater financial resources and district support can 
supplement their materials with innovative products such as multimedia composition tools 
(e.g., HyperStudio5, Kid Pix Deluxe 3X, PowerPoint), graphic organizer software (e.g., 
Inspiration, Kidspiration), text-to-speech and text-to-image programs (e.g., Universal 
Reader, Read&Write GOLD, Kurzweil 3000, JAWS, Intellitalk II), CD-ROM storybooks 
(e.g., Reader Rabbits Reading Development Library), and learning software (e.g., 
funbrain.com, Edmarks various learning games). 


Whether teachers are able to invest in the purchase of a lot of technology or not, UDL can 
proceed effectively. But taking inventory is an important step toward setting a realistic 
course of action. By inventorying the resources they have available to them, teachers can 
determine the level of UDL implementation appropriate to their classroom. For example, 
survey your classroom and your school media center for a clear idea of computer and 
projection systems and other technology hardware available to teachers and students. 
Check into scheduling issues around shared equipment. Additionally, test out web 
accessibility in your school computer lab(s) and media center(s) as appropriate. If the web 
is a tool you may use and ask students to access, how available is it? Ask for or take an 
inventory of your school or district software, find out whats available and if there are 
available licenses for computers in your classroom. 

Effectively working with and managing technology can be a challenging process, so it is 
important as well to assess the available technology support. This may come in the form of 
a school or district help desk, computer teacher, computer resource specialist, technology 
integration teacher, etc., or ones own technology training. Find out what policies your 
school or district may have regarding the tools you may adopt for use in your planning and 
teaching. Installation of software and hardware on computers may be time consuming, plan 
for issues of timing in your implementation and installation of software and hardware. 
When you are ready to teach a lesson using some technologies new to you or your 
students, consider notifying your technology support person, to be at hand to help problem 
solve any unforeseen challenges with implementation. 

Curriculum planning and delivery. Another 
important step in implementation of UDL in instruction 
is curriculum planning and delivery. To begin, we 
recommend that teachers have a basic understanding of 
UDL and a commitment to make the curriculum and 
learning accessible for all learners. While keeping in 
mind the three principles of UDL, based on the three 
networks recognition, strategic and affective, we have 
found the following process useful in designing 
lessons. The process includes four steps, based uthe principles and concepts of UDL, proven 
professional development strategies, and effectiteaching practices; (a) Set Goals, (b) Analyze Status, 
(c) Apply UDL, and (d) Teach the UDL

In the Set Goals stage of curriculum planning, we recommend that teachers 
establish the context for instruction. Context is usually driven or based on state 
standards, followed by the design of goals for the instructional episode. We 
recommend that all teachers closely evaluate these to assure alignment and assure 
that the means for attaining the goals are separated from the goals and standards. 

Planning for All Learners graphic

Next, when designing a UDL lesson, teachers should Analyze the Current Status 
of the instructional episode. What are the current methodologies, assessments, and 
materials used to teach the lesson? Analyze these teaching procedures in relation 
to potential barriers of learners in the classroom. Do all students have access to 
the materials? Are students able to express themselves with the current methods 
and materials? There are a number of resources and tools available from CAST to 
analyze lessons in the Planning for All Learners Toolkit located on the TES web 
site. 

The third recommended step of the planning process is to Apply UDL to the 
Lesson/Unit. This includes the goals, methods, assessments and materials used to 
implement the lesson. Create the UDL lesson plan, grounded in the learning 
goals, classroom profile, methods and assessment, and materials and tools. Then, 
collect and organize materials that support the UDL lesson. 

In the final step, Teach the UDL Lesson/Unit, minimize barriers and realize the 
strengths and challenges each student brings to learning, rely on effective teaching 
practices, and apply challenges appropriate for each learner. In this way, 
instructors can engage more students and help all students progress. When 
teaching and evaluating students work, also evaluate and revise the lesson/unit to 
assure student access and success. You may obtain additional information about 
designing UDL methods, assessments, and materials, in Teaching Every Student 
in the Digital Age, Chapter 4. 

Secure administrative support. School districts and administrations can be powerful 
sources of supportfinancial and otherwise. Administrative commitment to UDL can 
strengthen a teachers sense of mission and self-satisfaction and lead to important funding. 
A case in point is the town of Gloucester, Massachusetts. The principal for the school 
system is so convinced of the importance of digitized materials that he has set a mandate 
that teachers use only those textbooks that have a digitized version. Teachers will use a 
text-to-speech reader to further improve the accessibility of the text. Clearly, this kind of 
change would have happened much more slowly in the absence of such tremendous 
administrator-level support. 

Administrator support can also help to facilitate funding, which although not a prerequisite 
for UDL, can create important opportunities. Funding might enable the purchase of 
equipment, professional development, and the launching of new UDL teaching projects. 
Districts vary widely concerning the types and level of funding that they offer teachers, but 
teachers who can convince their administrators of the value of UDL may be able to secure 
district-level grants, professional development awards, and sabbaticals. For example, in a 
North Shore Massachusetts school district, the Technology Program Manager and Special 
Education Director teamed with two teachers using UDL, were awarded a state-level 
technology grant to implement UDL. This is just one example of how support at the 
administrative level can facilitate the acquisition of materials that support UDL efforts in 
the classroom. 


Parent education and involvement. Parents are another valuable resource for teachers 
building a UDL curriculum. There are at least two important ways that parents can be a 
resource: as advocates and as volunteers. 

By educating parents about the UDL activities going on in the classroom, teachers can 
develop a support system of informed individuals who can assist with and advocate for 
UDL instruction. Teachers should think about ways to inform parents about classroom 
activities. Notes sent home, parent night presentations, and IEP meetings are all excellent 
opportunities to engage in this kind of communication. Once parents are educated about 
UDL they may wish to become involved themselves. There are many ways that parents can 
do this, including volunteering in the classroom and lending support at home. A few 
possibilities are helping to prepare materials, monitoring kids during UDL lessons, helping 
with technology, donating equipment, and supporting homework assignments. 

 

Conclusion 

 

Differentiated instruction, although somewhat still developing in educational settings, has 
received significant recognition. When combined with the practices and principles of UDL, 
differentiated instruction can provide teachers with both theory and practice to 
appropriately challenge the broad scope of students in classrooms today. Although 
educators are continually challenged by the ever-changing classroom profile of students, 
resources, and reforms, practices continue to evolve and the relevant research base should 
grow. And along with them grows the promise of differentiated instruction and UDL in 
educational practices. 

Links to Learn More About Differentiated Instruction 

 

Guild, P. B., and Garger, S. (1998). What Is Differentiated Instruction? Marching to 
Different Drummers, 2nd Ed. (ASCD, p.2) 

http://www.ascd.org/publications/books/198186.aspx 
Initially published in 1985, Marching to Different Drummers was one of the first 
sources to pull together information on what was a newly-flourishing topic in 
education. Part I defines style and looks at the history of style research; Part II 
describes applications of style in seven areas; Part III identifies common questions 
and discusses implementation and staff development. 

The Access Center 

http://www.k8accesscenter.org/ 

This web site belongs to the Access Center, a national technical assistance center, 
funded by the U.S. Department of Educations Office of Special Education Programs. 
The purpose of the K12 Access Center is to make elementary and middle school 
curricula more accessible to students with disabilities. The web site hosts chats and 
discussions and offers publications and presentations on topics related to accessing the 
general education curriculum, including Universal Design for Learning. 


Tomlinson, C. A., (2000). Differentiation of instruction in the elementary grades. 
ERIC Digest. ERIC_NO: ED443572. 

http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED443572 

To meet the needs of diverse student populations, many teachers differentiate 
instruction. This digest describes differentiated instruction, discusses the reasons for 
differentiated instruction, what makes it successful, and suggests how teachers may 
begin implementation. 

 

Tomlinson, C. A., (1995). Differentiating instruction for advanced learners in the 
mixed-ability middle school classroom. ERIC Digest E536. 

http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED389141 

The ability to differentiate instruction for middle school aged learners is a challenge. 
Responding to the diverse students needs found in inclusive, mixed-ability classrooms 
is particularly difficult. This digest provides an overview of some key principles for 
differentiating instruction, with an emphasis on the learning needs of academically 

advanced students. 

 

Tomlinson, C. A., & Allan, S. D., (2000). Leadership for differentiating schools and 
classrooms. Association for Supervision and Curriculum Development. 

http://www.ascd.org/publications/books/100216.aspx 
This web site contains two chapters from Tomlinsons recent publication: Leadership 
for differentiating schools and classrooms, Association for Supervision and 
Curriculum Development. This book is designed for those in leadership positions to 
learn about differentiated instruction. 

 

Web Article: Mapping a route toward differentiated instruction. 

http://www.ascd.org/publications/educational-
leadership/sept99/vol57/num01/Mapping-a-Route-Toward-Differentiated-
Instruction.aspx 
Carol Ann Tomlinson, an Associate Professor of Educational Leadership, Foundations 
and Policy at the Curry School of Education, University of Virginia, Charlottesville, 
VA provides an article entitled: Mapping a route toward differentiated instruction. 
Educational Leadership, 57(1). 

 

Willis, S. & Mann, L., (2000). Differentiating instruction: Finding manageable ways 
to meet individual needs (Excerpt). Curriculum Update. 

http://www.ascd.org/publications/curriculum-update/winter2000/Differentiating-
Instruction.aspx 
Based on the concept that one size does not fit all the authors describe the teaching 
philosophy of differentiated instruction. More teachers are determined to reach all 
learners, to challenge students who may be identified as gifted as well as students who 
lag behind grade level. This article excerpt describes the essential components of 
differentiated instruction beginning with three aspects of curriculum: content, process, 
and products. 

 


The Association for Supervision and Curriculum Development (ASCD) Web Site 

http://www.ascd.org/research-a-topic/differentiated-instruction-resources.aspx 
A site by ASCD (2000) which discusses differentiated instruction. Page links to other 
pages with examples from a high school and elementary school, key characteristics of a 
differentiated classroom, benefits, related readings, discussion, and related links 
to explore. 

Preparing Teachers for Differentiated Instruction 

http://www.ascd.org/publications/educational-leadership/sept00/vol58/num01/-
Preparing-Teachers-for-Differentiated-Instruction.aspx 
This web site, provided by Educational Leadership, links the reader to a brief summary 
of an article by Holloway. The author has provided a bulleted summary regarding the 
principles and theories that drive differentiated instruction. 

 

Holloway, J. H., (2000). Preparing Teachers for Differentiated Instruction. 
Educational Leadership, 58(1). 

http://web.uvic.ca/~jdurkin/edd401/Differentiated.html 

This site is from an education course by Dr. John Durkin. It includes a diagram with 
suggestions for approaches to differentiated instruction. It also includes a listing of 
what differentiated instruction is and is not, rules of thumb on how to instruct, and 
management strategies. 

 

Web Site: for Teachers, Administrators, and Higher Education 

www.teach-nology.com/litined/dif_instruction/ 

This web site is designed for educators and uses technology to inform teachers about 
current practices, literature, the law in education, as well as professional development. 
Additionally, links to articles including research on educational practices including 
links to information on differentiated instruction are included. CAST. Teaching Every 
Student.(n.d). Retrieved September 15, 2003, from 
http://www.cast.org/teachingeverystudent/. 


References 

 

CAST. UDL Toolkits: Planning for All Learners (PAL). (n.d.). Retrieved August 19, 
2003, from 
http://www.cast.org/teachingeverystudent/toolkits/tk_introduction.cfm?tk_id=21 

Dolan, R. P., & Hall, T. E., (2001). Universal Design for Learning: Implications for large-
scale assessment. IDA Perspectives, 27(4), 22-25. 

Ellis, E. S. and Worthington, L. A., (1994). Research synthesis on effective teaching 
principles and the design of quality tools for educators. University of Oregon: 
Technical Report No. 5 National Center to Improve the Tools of Educators. 

Meyer, A., & Rose, D. H., (1998). Learning to read in the computer age. Cambridge, MA: 
Brookline Books. 

Oaksford, L. & Jones, L., (2001). Differentiated instruction abstract. Tallahassee, FL: 
Leon County Schools. 

Pettig, K. L., (2000). On the road to differentiated. Education Leadership, 8, 1, 14-18. 

Pisha, B., & Coyne, P., (2001). Smart from the start: the promise of Universal Design for 
Learning. Remedial and Special Education, 22(4), 197-203. 

Reis. S. M., Kaplan, S. N, Tomlinson, C. A., Westbert, K. L, Callahan, C. M., & Cooper, 
C. R., (1998). How the brain learns, A response: Equal does not mean identical. 
Educational Leadership, 56, 3. 

Rose, D. (2001). Universal Design for Learning: Deriving guiding principles from 
networks that learn. Journal of Special Education Technology, 16(2), 66-67. 

Rose, D., & Dolan, R. P., (2000). Universal Design for Learning: Associate Editors 
Column. Journal of Special Education Technology, 15(4), 47-51. 

Rose, D., & Meyer, A., (2000a). Universal design for individual differences. Educational 
Leadership, 58(3), 39-43. 

Rose, D., & Meyer, A., (2000b). Universal Design for Learning: Associate Editor 
Column. Journal of Special Education Technology, 15(1), 67-70. 

Rose, D., & Meyer, A., (2002). Teaching Every Student in the Digital Age: Universal 
Design for Learning. Alexandria, VA: ASCD. 

Rose, D., Sethuraman, S., & Meo, G., (2000). Universal Design for Learning. Journal of 
Special Education Technology, 15(2), 26-60. 


Sizer, T. R., (2001). No two are quite alike: Personalized learning. Educational 
Leadership 57(1). 

Tomlinson, C. A., (2001). How to differentiate instruction in mixed-ability classrooms. 
(2nd Ed.) Alexandria, VA: ASCD. 

Tomlinson, C. A., & Allan, S. D., (2000). Leadership for differentiating schools and 
classrooms. Alexandria, VA: ASCD. 


